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Lakia M. Scott, Ph.D., is an Assistant Professor in the Department of Curriculum & Instruction at Baylor University. She currently teaches elementary reading methods and diversity issues courses to pre-service teachers. Scott has over ten years of combined experiences at the elementary, secondary, undergraduate and graduate teaching levels. She is a recognized scholar in the field of Urban Education, where she has a host of research publications, co-authored and co-edited books, book chapters, and educational evaluation reports.

Under the research trajectory of providing educational access and opportunity for traditionally minoritized student populations, Dr. Scott has co-edited “Culturally Affirming Literacy Practices for Urban Elementary Students,” a textbook about literacy gaps, intended for use by pre-service and in-service teachers. She has also published in numerous journals including Urban Education Research & Policy Annuals, Journal for Multicultural Education, Social Education, and the International Journal of Interdisciplinary Social Sciences.

Dr. Scott is currently conducting research on national reading and language intervention programs for urban students with specific focus on the Urban Dialect. Her current research interests include creating urban literacy initiatives to advance student academic outcomes, increasing multicultural awareness and perspectives in teacher education programs, and extending the discussion on the academic and cultural relevance of Historically Black Colleges and Universities.

Education (3)

University of North Carolina, Charlotte:
Ph.D., Urban Education 2014

Prairie View A&M University:
M. Ed., Education 2009

Texas Southern University:
B.A., Journalism 2005

Media Appearances (3)

When it comes to learning, don't let your kids suffer from the “summer slide”

KWTXradio

2016-06-17

A waterslide isn't the only thing your kids will be going down if they don't keep their minds active this summer. While a break from the mental taxation of school is needed, studies show that even the smartest kid can lose up to 2 months of learning- this is known as the "summer slide". Early summer learning losses have later life consequences challenging your child year round is key to having a strong start the following school year. That's why we had Dr. Lakia Scott from Baylor's School of Education to give advice to parents.

Historically black colleges are fighting to keep their schools

aylor professor Lakia Scott has studied why some young African-Americans choose HBCUs and others don’t. She says it’s understandable why King – and others like her – feel the way she does.

“She’s become uniquely familiar with what an HBCU can provide. She has probably gone to homecoming and other HBCU events,” Scott says. “An unintended consequence – that she has been so inundated with the HBCU experience, she almost feels like she has had it already.”

Scott co-authored “Last of the Black Titans: The Role of Historically Black Colleges and Universities in the 21st Century.” It explores some of the challenges facing HBCUS – including school closures, accreditation issues, funding problems and negative media coverage.

“Now what you see in the land of opportunity and access – where a student can go anywhere they choose if they are admitted – HBCUs are now having to fight for black students and non-black students for access to funding,” Scott says.

Behind the Story: Historically black colleges and universities

KWUBradio

2016-03-31

Welcome to Behind the Story, a program where we take you straight to the source. In this episode, we’ll hear KWBU’s complete conversation with Lakia Scott, an assistant professor at Baylor University, who has co-authored a new book about Historically Black Colleges and Universities. We talk about HBCUs, their historical roots and their questionable future.

Articles (4)

Using a feminist lens and a constructivist approach as the theoretical framework, we used rap lyrics and videos to help college students explore mass media’s representation of the “independent” Black woman and the concept of “independence” in general. Students must be able to formulate their own concept of independence to counteract the messages and stereotypes they receive in popular culture through advertisements, film, print and music. The authors found that independence is situationally defined and it is a complex concept that is differentiated in consideration of age, race, and gender. Participants noted that rap music has the potential to influence their definitions and perceptions of rap music. More educational opportunities are needed where students can utilize constructivist pedagogies in order to become more critically aware of the influence of the media and systems of social stratification.

English as gatekeeper: linguistic capital and American schoolsJournal for Multicultural Education

2014

This paper aims to progress the dialogue on language rights in the urban classroom. Research has evidenced how language can serve as a powerful tool in mainstream ideologies; more specifically, the preferred and dominant use of Standard Written English in the American classroom has demonstrated how language serves as a gatekeeper for student success. This paper calls for a more democratic notion of language usage that denies the “gatekeeper” of English into specific educational tracks.

Racial Microaggressions and African American and Hispanic Students in Urban Schools: A Call for Culturally Affirming EducationInterdisciplinary Journal of Teaching and Learning

2013

This conceptual paper explores racial microaggressions and their effects on African American and Hispanic students in urban schools. Microaggressions are pervasive in our society (Sue et al., 2007), and although often manifested in subtle ways, can be detrimental for their long-term effects on students' psychological, socialemotional, and intellectual development. Our analysis utilizes extant literature to explore racial "microaggressions" on a "macro" level in terms of district/school level microaggressions and teacher level microaggressions. A discussion ensues concerning the effects of racial microaggressions on African American and Hispanic students. Furthermore, we advocate for a culturally affirming education to empower and engage educational stakeholders in the processes of developing cultural competency within our urban schools and communities.

This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader reflection.